Education, Development, Teaching and Learning Language Learning: Does Duolingo Meet the Mark for Second Language Acquisition? ‡ Elle M. Seidensticker Project Mentor(s): Kate Mastruserio Reynolds, PhD Duolingo, a gamified language learning application, centers learners’ second language acquisition (SLA) across micro-lessons which build vocabulary and grammar skills with practice in speaking, listening, reading, and writing. This heuristic inquiry study focuses on learning a variety of common and less commonly taught languages (LCTLs). This study followed four learners’ heuristic experiences as they analyzed their own learning on Duolingo. The study sought to determine the effectiveness of Duolingo in accordance with English language development (ELD) pedagogy and their effectiveness for SLA theories. This heuristic inquiry further investigated the congruency of the application with SLA theories and ELD pedagogy. Based on data analyzed through open coding (Strauss & Corbin, 1998) and content analysis (Patton, 2025, pp. 521 –530), findings revealed congruence between Duolingo and SLA theories/principles. For instance, it was congruent with elements of Krashen’s Monitor Model (1980, 1982, 1985), cognitive theories (e.g., spaced repetition (Ellis, 2002), memory & recall (DeKeyser, 2007; Skehan, 1998; Ullman, 2001)). Data analysis revealed incongruence with SLA because of over-reliance on Behaviorism/ Audiolingual Method. Evidence indicated Duolingo was effective for providing immediate feedback, generating high-frequency vocabulary opportunities (Nation, 2001, 2013), and social language development (Cummins, 1999, 2008). Other findings indicated the use of nonsensical sentences, cultural inappropriacy, sentence level discourse, inauthentic interaction, and games that lack interaction. Based on these findings, the author recommends seeing Duolingo not as a replacement for real life interaction or classroom instruction, rather used for a bonus activity. Presentation Type: Poster Presentation (May 21, 9:30am–3:00pm) Keywords: second language acquisition, Duolingo, gamified language learning, English language development, heuristic inquiry SOURCE Form ID: 128
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